Ptlls_Assignment_Equality_&_Diversity

Promoting inclusion, equality and diversity with current/future learners is an important responsibility of any teacher. All learners should be given the opportunity to attend and participate in their chosen course of education regardless of gender, race, ethnic origin, religion, disability, sexual orientation or age. Creating interesting, varied and inspiring learning opportunities helps learners to feel included and motivates them, giving them a positive attitude and fosters interest. Inclusion can be ensured by planning, delivery, support and assessment of the learning environment. “Entitlement is about giving all learners the opportunity to attend and participate in their chosen course of education.” (Gravells.A. 18) A good teacher needs to show that they value all learners equally treating them with equal respect. This can be by using the learners preferred names, offering and giving equal help, smiling and engaging in casual conversation before and after class. Learners where English is a second language can be encouraged to practice their English eg.encouraging them to speak in class. Assessment methods should be adopted which do not penalise those with English as a second language, e.g. using plain English and not relying exclusively on written assessments. Materials should be integrated to promote a world view e.g. case studies representing a variety of different cultures and backgrounds. Also they should show diverse images of people including a wide range of positive role models and avoid stereotyping. Diversity recognises and celebrates differences; this can be promoted by social and enrichment days/events to celebrate the diverse society. Working practices should not stereotype or make assumptions. Learning resources should be checked to ensure they are not racial or gender biased. Opportunities should be provided for everyone and it is the teacher’s responsibility to ensure everyone is included. “Inclusion is about creating interesting, varied and inspiring learning opportunities for all learners; ensuring all learners contribute and are never disadvantaged by methods, language or resources.” (Wilson.L. 153) Any learning barrier should be monitored effectively throughout the entire course. Supporting learners equally may include adapting handouts, using visual aids or moving a learner to the front of the class who is visually impaired. Identifying these individuals’ needs will promote a sense of inclusive equality and diversity.